Susan J. Chambre: 0000-0002-8646-5110

Molly K. Ness: 0000-0003-1532-0675




Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for teacher preparation programs to prepare preservice teachers to implement best practices for supporting students with dyslexia. The purpose of this mixed-methods study was to determine the impact of asynchronous online learning modules on preservice teacher’s knowledge of dyslexia. Results indicate that preservice teachers who learn via online sources such as podcasts, infographics, and educational games, statistically increase their knowledge of dyslexia and confidence to work with students. Recommendations for programmatic change and inclusion of online learning about dyslexia for teacher preparation programs are suggested.



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